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Students with Individualized Education Programs (IEPs) or Section 504 Plans may earn a diploma or a certificate of completion when leaving secondary education. This study examined differences in career- and work-based learning services and work experiences of students who earned a high school diploma or a certificate of completion upon exiting high school. Case service data of 969 students with disabilities were analyzed. Results suggested groups differed in the number and types of career- and work-based services, work experiences, post-high school expectations, and work-related concerns expressed by parents. Differences between groups were observed by types of career and work experiences. Significantly greater proportions of diploma-earners expressed expectations to work and attend college. Parents of both groups expressed concerns about their youth losing Supplemental Security Income (SSI) benefits and about their youths' safety and ability to work independently. Limitations and implications for research, policy, and practice are provided.

This study developed an equity-minded and trauma-informed model for improving community college student success rates. Since up to 94% of community college students have experienced trauma, it was imperative to establish a comprehensive approach to overcoming the resulting non-academic barriers and low completion rates. Since there is no existing research-based trauma-informed college model, the study used an institutional case study, qualitative research design and grounded theory analytic approach. The study's participants included 23 employees (nine staff, eight faculty, and six administrators) at a Southern California community college. Semi-structured interviews were utilized with unscripted follow-up questions. Grounded theory methods were applied to analyze the data and identify open, axial, and selective codes. The study's results include two core elements, "trust at all levels" and equity-mindedness, as well as five supporting themes, including institutional responsibility and top-down buy-in, alignment and integration of initiatives, ongoing professional development, individual commitment, and universal design. When presented together, the results create the Trauma-Informed College Model, which is a campus-wide culture of care and holistic support. Research findings can be utilized as a checklist for creating change at community college districts nationwide.

The case for postsecondary educational attainment is underscored by its direct correlation with earning potential, job security, career mobility, and opportunities (Ma & Pender, 2023; McElrath & Martin, 2021; U.S. [...], This longitudinal study was conducted to identify predictors of postsecondary education or training enrollment of students with disabilities who participated in a transition-focused career planning and preparation program while in high school. The project consisted of assessments, services, and experiences for developing skills in pre-employment, career, self-determination, and workplace technology. Participants also developed their Individualized Career Action Plans (ICAPs). Upon exiting the project, students' enrollment status in postsecondary education or training programs leading to a recognized certificate or degree was recorded. Associations between personal characteristics, parent/guardian attitudes, program services, and enrollment in postsecondary education or training were assessed using binary logistic regression. The results can be used for conceptualizing alternative or enhanced approaches to facilitating enrollment in postsecondary education or training. The students' characteristics and parents'/guardians' attitudes associated with students' enrollment suggest opportunities for programs to promote education and training opportunities for transition-age youth. Furthermore, program services that were significantly correlated with students' enrollment are highlighted as components of transition program models with implications for practice and further research. Keywords: workforce, rehabilitation, transition, characteristics, parents

Purpose: Unprecedented global challenges of the twenty-first century have highlighted the need for novel programs to train students in the skills necessary to address increasingly complex controversial science issues. Issues-360[TM] was developed as an innovative year-long co-curricular, issues engagement initiative designed to address this need. Design/methodology: Two cohorts of undergraduate students (48) completed three self-reflections over the course of the year. These qualitative measures were inductively coded and analyzed, then triangulated with quantitative outcome measures. Findings: Students demonstrated transformational movement across four levels of learning: "questioning-self," "open-mindedness," "stakeholder awareness," and "critical thinking" (consistent with Mezirow's meta-theory of transformational learning), and acquisition of five skills: "active listening," "emotional regulation," "respectfulness," "empathy" and "confidence." Theoretical implications: This study shows that an innovative curriculum combining Transformational Learning Theory with skills training moves students through Mezirow's 'levels of learning' while also enhancing their controversial issues engagement skills. Practical implications: Evidence-based programing can prepare the next generation of agricultural and environmental professionals with the engagement skills necessary to meaningfully address the controversial science-based issues facing society. Originality/value: In an environment where scientific issues are increasingly polarized, the innovative design of the Issues 360[TM] program enhances students' ability to approach controversial issues with an open mind and the skills to meaningfully engage with others on contested environmental and agricultural issues. Few, if any, studies have demonstrated or tested the efficacy of educational programs combining skills training with Transformational Learning as foundational approaches to develop an effective undergraduate curriculum for controversial issues engagement.

Curriculum for Agricultural Science Education (CASE) was first offered in 2007 with two foundational courses built on inquiry-based learning. Ten courses are now offered, each requiring intensive training and teacher development for effective use. Guided by National Science Education standards and a constructivist learning theory framework, the study used online survey research methods to explore teachers' perceptions of and practices associated with inquiry-based teaching and learning when using CASE curriculum. A survey link was distributed in September 2018 to teachers certified in an introductory CASE course (Agriculture, Food, and Natural Resources) and a higher-level, more inquiry-based CASE course (Food Science and Safety) for comparison. The online questionnaire was completed by 392 participants for a usable response rate of 32%. Major findings in the study included (1) participants in both groups have an understanding of open inquiry but struggled in identifying structured and guided inquiry; (2) participants over-estimated the amount of open inquiry in the curriculum; and (3) participants showed mixed interpretations of inquiry-based and problem-based instruction among both groups. Participant ratings of the CASE curriculum were generally favorable, although results showed that teachers frequently remove or skip lessons and teach courses in a semester or quarter format, contrary to CASE recommendations. Findings are discussed in the context of improved training and other recommendations to help teachers use the curriculum in its intended manner and to get the most benefit from its use.

Students returning from an international business study tour program were interviewed about their experiences and perceptions of the professional and personal impact of the program. When interviews were conducted within 3-4 months of the students' return, mixed responses were received, with some students highly positive about their experiences, but other students highly distressed about the level of independence required of them. When students were consulted two to six years after the completion of the program, including re-interviewing the initial study participants, students appeared more able to appreciate the benefits of the program. This was evident in their responses that highlighted an improvement in discipline-based knowledge, a better understanding of personal and intercultural issues, and the further development of their generic academic skills. Negative emotions had all but disappeared from students' responses. While these findings are from small sample sizes and are not conclusive, the results raise important questions about the timing of critical program evaluations.

Solid catalysts based on SBA-15 silica were designed for the conversion of fructose to 5-hydroxymethylfurfural (HMF). The catalysts incorporate thioether groups that may promote the tautomerization of fructose to its furanose form, as well as sulfonic acid groups to catalyze its dehydration. The materials were characterized by elemental analysis, X-ray diffraction, N2 adsorption/desorption, and solid-state 13C and 29Si CP/MAS NMR spectroscopy. Functional groups incorporated into mesoporous silica by co-condensation are more robust under the reaction conditions (water at 180 °C) than those grafted onto a non-porous silica. The bifunctional mesoporous catalyst achieved a selectivity for HMF of 74% at 66% fructose conversion.

The purpose of this case study was to holistically investigate the environmental support needs of community college students as they transition into a research university. Both students and staff were interviewed to gain their perspective on the influences of the student transition process. Western University is a Carnegie classified Doctoral University: Highest Research Activity in the West with a large number of traditionally-aged community college transfer students. Findings revealed that the environments in place at Western University included academic support, faculty, social support, orientation, and preenrollment programs, as well as accurate and comprehensive university communication. The research university provided academic support through academic advising and other support programs and services. The participants interviewed acknowledged the challenges of the semester-to-quarter transition due to the accelerated pace and academic expectations of a research university. Faculty were generally seen as distant and unapproachable, making it challenging for students to connect with their academic environment. Social support was effective if utilized, but it needed improvement to better address the unique needs of community college transfers. Orientation contributed to a successful transition, but it needed to better address the varied needs of a largely heterogeneous transfer-student population. Preenrollment programs provided early familiarity to the new environment, contributing to transition for those who participated. University communication was framed by a comprehensive website that served as a virtual transfer center providing a complete source of transfer-student information and support services.

Purpose: The purpose of this conceptual article is to present a framework that incorporates the concept of culture humility into effective rehabilitation services. Method: Based on a comprehensive literature review and theoretical integration, this article provides the reader with the basic concept of cultural humility, similarities and differences between cultural humility and cultural competence, and significance of the cultural humility concept to rehabilitation counseling. Results: The literature consistently describes the need for professionals to be culturally competent to effectively serve an increasingly diverse population. However, when using only a multicultural competency framework, counselors may have false beliefs about their competence in working with culturally diverse individuals, understate the power imbalance between service providers and clients, and ignore institutional (e.g., system, homophobia, racism) accountability. Cultural humility can directly address these issues and serve as a complement to cultural competence in rehabilitation counseling services given its emphasis on reflectivity, power differentials between counselors and clients, and institutional accountability. Conclusion: Cultural humility can be applied to rehabilitation research, education, and practice. We need to broaden multicultural rehabilitation counseling through a cultural humility approach.

Completing education beyond high school plays an important role in determining economic well-being in adulthood. In the past two decades labor market demand for workers with higher levels of education [...], While a small proportion of individuals with intellectual and developmental disabilities (IDD) receive college support from state vocational rehabilitation agencies (VR), postsecondary education has potential to improve employment outcomes for these individuals. This study examined postsecondary education support provided by VR to individuals with IDD and the associations between educational completion and earnings. Significant earnings differences were found between those who did or did not complete postsecondary education. Differences were also found among the proportions of rehabilitation cases of individuals with IDD that were provided with postsecondary support over a nine-year period. Recommendations for research and practice are offered. Keywords: intellectual disability, developmental disability, postsecondary education, college, university